Social And Cultural Counseling

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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Counseling Haitian Students and Their Families: Issues and Interventions Giles, Hollyce C Journal of Counseling and Development : JCD; Jan 1990; 68, 3; ABI/INFORM Global pg. 317

 

 

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

 

 

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

 

 

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Discussion 1: The Psychology Of Criminal Conduct

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The Psychology of Criminal Conduct (PCC) is a social learning approach to criminal behavior that posits that criminal behavior is a combination of personality, social learning, and situational factors. This approach assumes that although the causes of crime cannot be scientifically pinpointed, they may be inferred by examining the correlates of criminal behavior. PCC regards the major correlates of criminal behavior as 1) antisocial attitudes, 2) antisocial associates, 3) history of antisocial behavior, and 4) personality factors. These correlates are known as “the big four.” They are used by criminologists and forensic psychology professionals when conducting risk assessments. These assessments are used to identify individuals likely to commit crimes. Evaluating risk is one of the major focuses of PCC, along with the treatment of high-risk offenders.

 

Post an evaluation of whether or not the psychology of criminal conduct (PCC) is useful for understanding and explaining criminal behavior. Justify your position using specific examples and concepts from the resources or your research.

Note: Put “useful” or “not useful” in the first line of your post. You will be asked to respond to a colleague who argued the opposite position you did.

Brainstorm possible choices

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In Chapter 8 of the webtext, you’ll read Demystifying Decision-Making, an article by Maud Purcell (2016) that offers four steps in the decision making process:

1. Clearly define the problem

2. Brainstorm possible choices

3. List the pros and cons of each choice

4. Engage your feelings as well as your intellect

In this discussion, we want you to engage in the decision making process as it relates to earning your degree. In your post, focus on step 1 (clearly defining the problem) and step 2 (brainstorm possible choices) of the decision making process.

Answer these questions in your discussion post:

· What problem will earning your degree solve?

· Brainstorm three things that you can do today to start to prepare yourself for your future goals.

For example, maybe you are earning your degree at Strayer to change your career from retail to accounting. The problem that you are working to solve is how to gain the knowledge, skills, and credentials that will allow you to get a job as an entry-level accountant.

Similarly, three things that you can do today to help with your goal might be:

· Create a profile on LinkedIn

· Network with accounting firms in my area to find out what they look for in new hires

· Research and join a professional association for accounting

If you need help brainstorming activities, check out our Career Services through iCampus.

To receive full credit, remember to write 2 posts in the discussion: one original and a response to another student. Your original should be at least 7 sentences, and your reply should be 4 sentences.

Critical Thinking Video

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Students: How to Write Your Paper:

First:

Read the chapters in your textbook on: Sensation and Perception from Learning Unit #3

Second:

Eventually, when you start to write your paper, you will need to create two (2) groups of facts or items.

Group One:

The first group will be made up of “Critical Thinking Questions” (CTQ’s):

A.) Select five (5) different facts or items and type up one question (Critical Thinking Question “CTQ”) about each fact or item. The question should ask one of the following CTQ’s: “Who,” “What,” “Where,” “How,” “Why,” “When,” or “Which” about the fact or item you have selected. Type these questions in bold black ink followed by the correct answer to your question and type that answer in italicized black ink.

Group Two:

The second group will be made up of “Critical Thinking Descriptors” (CTD’s):

B.) Select five (5) different facts or items and type up one statement (Critical Thinking Descriptor “CTD”) about each fact or item. These descriptors should address one of the following CTD’s: “State,” “Describe,” “Explain,” “Define,” “Compare,” “Contrast,” and “List” about what you have selected. Type these questions in bold black ink followed by the correct answer to your question and type that answer in italicized black ink.

Third:

Begin each question or statement with one of the CTQ’s or CTD’s you have chosen from the list but never use the same CTQ or CTD more than once.

Fourth:

Write the CTQ’s first; number each of them 1 through 5 so they stand alone as separate one from another.

Fifth:

Write the CTD’s second; number each of them 6 through 10 so they stand alone as separate one from another.

See Below

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SAMPLE: Your paper should look something like this (this is only an example):

PSYCHOLOGY —- LEARNING UNIT #3—- CTQ’s & CDQ’s

Your Name:_______________________________________________

Date:_____________________

Course & Section #: Psychology 2301-___________________

CTQ’s

1.) WHAT is the purpose for “Binocular Cues.”

They provide depth perception.

2.) HOW does sensation. . . .

Xxxx xx xxx x xxx x . . . . 

CTD’s

6.) DEFINE what is meant by “monocular cue.”

It is vision with the use of only one eye.

7.) STATE the purpose of . . . .